Restorative justice by Nick Youngson CC BY-SA 3.0 Pix4free
Yes, I’m still trying to write a book. Meanwhile, horrific wars rage and the outrage I feel quietly morphs into helplessness and then, after a while, shame. I believe, in some deep place inside me, that we can move beyond this. I know we can.
I also believe I have a role to play, as a writer, to help push our collective awareness beyond a public shrug over the cost and consequences of militarism: our trillion-dollar-plus military budget and ho-hum acceptance of the “collateral damage” that budget inevitably winds up creating . . . over there somewhere. This is simply assumed to be the nature of power. You know, dominance. It’s how we stay safe.
What I want to cry out is that this is fake power. It’s a trap. It keeps us in hell. Connection and creative conflict resolution are a different form of power. When we listen to and empathize with our “enemy,” we can start seeing beyond the moment and working to create a world that works for everyone. We can only evolve together.
I say these words humbly, quietly. In no way am I suggesting that anything about such a process is simple. But it can only begin if we believe it’s possible, and then find the collective courage to begin the journey . . . together.
So I open up the soul of my book and tell a story: a story about Restorative Justice, which I have written about a great deal. People sit together in what is called a peace circle, sometimes to discuss a harm that has been done, a wrong that has occurred. All sides in the matter are part of the circle; they sit in vibrant equality. A talking piece is passed around. When you hold it, you speak; otherwise, you listen. Often the words go deep. People tell difficult truths.
The following story is that of Robert Spicer, who at the time was the culture and climate coordinator at Chicago’s Fenger High School. To put it more simply, he was the peace guy. He had a peace room. He trained students in conflict resolution. He brought Restorative Justice to Fenger.
One day, as students were eating breakfast in the cafeteria, waiting for the first bell to ring, two boys were standing together and suddenly ignited the volatility in the room – the volatility present at every struggling school in a low-income neighborhood. They tried out a new handshake.
Amid the talk and laughter, Spicer explained, “another student noticed them doing their handshake and began to question them about what they were doing. Feeling disrespected, the students started to have words and then other students gathered around to see what was going on.”
And suddenly, the first two boys, he explained, “postured themselves to fight.”
But Fenger was a high school that knew about something beyond fighting – beyond the unleashing of righteous anger, the subduing of an enemy. Fenger, like other schools that have opened their doors to Restorative Justice, had peace ambassadors roaming their hallways. These are young people trained in restorative practices, like listening, like keeping calm, like refusing to surrender to the inevitability of hatred. Sometimes they were called peer jurors: students who help run conflict-resolution circles, circles that address disputes and attempt to undo – that is, heal – harm that has been done.
And there were peace ambassadors in the cafeteria that morning.
“As I was preparing for my day, some of my peer jurors who were in the lunch room approached me and told me about the situation and who was involved. One of my peer jurors said, ‘You’re going to have a big peace circle today. Let me know if you need my help.’ Quite frankly, because this situation happened in the lunchroom, I knew that all of the eight male students involved were not going to end up in my office but be sent home on a suspension. But was I in for a surprise that day!”
Both the dean and the principal had interviewed the boys and, oh changing world, decided they needed to sit in a peace circle with one another. The Chicago Public School System, like most American school systems, is primarily ensconced in punishment-based discipline, but this is changing.
Eight boys, along with the dean and the principal, entered the Spicer peace room and sat with one another. They passed the talking piece around the circle. As each one talked, an awareness filled the room: This was a big misunderstanding, nothing more. Some of the boys talked about other issues they were dealing with, complicating their day and their behavior. People got it.
“After the closing ceremony,” Spicer wrote, “each of the students shook hands and even hugged each other as they were preparing to leave my office. They did this without any adults prompting them to do this, which showed their sincerity. Once we concluded the circle, the adults decided to allow them to blow off some steam and play basketball. And the students who were the main ones in conflict were on the same team. They played for about 25 minutes and afterwards were sent to class skipping and excited about the school day.”
And so it begins. Kids talk, a community that hadn’t existed – a sense of commonality and understanding among a group of tough guys at a Chicago high school – emerges. Punishment morphs into basketball, into joy, into healing. This is not a simple process, but – cynics, beware – it’s possible; it happens, in schools and elsewhere. An awareness is slowly shifting.
Sometimes it’s a matter of life or death. When emotions are uncontrolled – when they are uncontrolled and armed – the fragmentary nonsense has lethal potential. This is the case in so many broken communities, around the country, across the planet.
How can we transcend war? For those panning for peace, Restorative Justice is a gold nugget.